Using InCAS in Northern Ireland - nicurriculum.org.uk · Resources and information for schools CCEA provides the latest information about InCAS and a wide range of online resources

Using InCAS in Northern IrelandInformation for Teachers

Revised 2011

Resources and information for schools

CCEA provides the latest information about InCAS and a wide range of online resources for schools on www.nicurriculum.org.uk

InCAS Helpdesk 028 9026 1274CCEA provides a helpdesk for schools to answer urgent queries Monday – Friday (except for public holidays).

Other Help and Support Available for Schools

What Who Where WhenHardware/IT difficulties or Help with computers/ laptops

C2k 0870 6011666 C2k Exchange (desktop icon)

NOW

Background information about InCAS and the CEM Centre

CEM www.incasproject.orgwww.cemcentre.org

NOW

Legislative requirements DE www.deni.gov.uk NOW

Please note:This guidance provides the current information about InCAS for teachers in Northern Ireland and replaces all previous versions.

1Using InCAS in Northern Ireland

Contents Page

Section 1: InCAS Overview 5

What is InCAS? 7• HowDoesInCASWork? 7• AnExampleofanInCASGeneralMathsAssessment 7• AutomaticMarkingofInCASAssessments 8

InCASinNorthernIreland 9• KeyPoints 9• ThePurposeofInCASinNorthernIreland 9• StandardisedforNorthernIreland 9• OptionalInCASAssessments 10• IrishMediumInCASAssessments 10• Exemptions 10• TemporaryExceptions 10

AnOutlineoftheContentoftheInCASAssessments 12• Reading(statutory),includingKeyPointsandExamplesofQuestions 12• GeneralMaths(statutory),includingKeyPointsandanExampleofaQuestion 14• Spelling(optional),includingKeyPointsandanExampleofaQuestion 15• MentalArithmetic(optional)),includingKeyPointsandExamplesofQuestions 16• Attitudes(optional)),includingKeyPointsandExamplesofQuestions 18• DevelopedAbility(optional)),includingKeyPointsandExamplesofQuestions 20

SharingInCASOutcomeswithParents 21

Section 2: Completing InCAS Assessments 23 InstructionsforUsingtheInCASSoftware 25

• Preparation 25• OpentheInCASSoftwareandLog-In 26• InCASAdminMenu 27• BrowseAssessments 28• Edit/ViewBiographicalData 29• EditaPupil’sDetails 30• AddaNewPupil 30• CreateanAssessment:EntireClass 31• CreateanAssessment:IndividualPupil 32• Access/PrintPasswords:AllPupilsUsingInCAS 33

InkyPupilDemos 34• AdditionalSupporttoPreparePupilstoCompleteInCASAssessments 34

2

PupilLog-in 35

CompletingtheInCASAssessments-Troubleshooting 36

Section 3: Sending InCAS Assessments for Marking 39

UsingtheSchool’sUniqueUsernameandPassword 41

InstructionsforUsingtheInCASSoftware 42• SendAssessmentsforMarking 42

Section 4: Accessing and Understanding InCAS Feedback 43

AccessingFeedback 45

UnderstandingFeedback 46

MissingOutcomes 47• Asterisk(*) 47• Hashsign(#) 47

StandardFeedback 48

CustomFeedback 49

AccessingCustomFeedback 49

ScoresCharts 50• UnderstandingConfidenceIntervals 50

LongitudeCharts 51

ScoresTables 52

PupilScoresTables 53

DifferenceTables 54

AgeComparisonCharts 55

AgeStandardisedScores 56

AccessingPupilProgressCharts 57

PupilProgressCharts 58

AccessingandUnderstandingtheInCASFeedback-Troubleshooting 59

Section 5: Using InCAS Data 61

FeedbackAvailableatPupil,ClassandSchoolLevel 63 • SummaryofFeedbackAvailableatEachLevel 63

SuggestionsforTeachersUsingInCASData 64

Using InCAS in Northern Ireland

3

ResourcesforSchoolsAnalysingandUsingtheInCASOutcomes 64 • UsingandAnalysingInCASDatatoInformLearningandTeaching: VideoCaseStudies(CCEA) 65 • DiagnosingandRemediatingLiteracyandMathematicalProblems:UsingInCAS Software(CEM) 66 • InCASFeedbackGuidance2010(CEM) 67

UsingInCASReadingandSpellingOutcomes 67 • ExamplesofWhatAge-EquivalentReadingandSpellingOutcomesRepresent 67 UsingtheInCASGeneralMathsOutcomes 68 • CEMDefinitionsoftheInCASGeneralMathsModules 68 • ExamplesofWhatAge-EquivalentMathematicsOutcomesRepresent 69

CCEADefinitionsoftheInCASGeneralMathsModules 71 • KeyPoints 71 • InCASGeneralMaths–Number1 71 • InCASGeneralMaths–Number2 72 • InCASGeneralMaths–MSS 74 • InCASGeneralMaths–Data 75

GuidanceforSharingInCASOutcomeswithParents 76 • KeyPoints 76 • GroupParentMeetings 76 • InCASandYourChildVideoPresentation 76 • UsingtheInkyPupilDemowithParents 77 • WrittenFeedbackforParents 77 • ParentLeaflets 77 • StatutoryParentMeetings(AutumnTerm) 77

Section 6: Appendices 79

Appendix1: InCASandAnnualReport:ResourcesBox 81 Appendix2: ‘AtaGlance’GuidetoInCASAssessments 82 Appendix3: TipsforTeachersUsingInCAS 83 Appendix4: GuidanceforClassroomAssistantsSupportingPupilstoComplete InCASAssessments 85 Appendix5: ChecklistforaClassroomAssistantSupportingaPupiltoComplete InCAS 86 Appendix6: ExaminingClassOutcomesinMoreDetailUsingAgeComparison Charts 87 Appendix7: ComparingOutcomesforAllPupilsUsingtheAgeComparisonCharts 88 Appendix8: Inky’sKeyMessagesSnapCards 89 Appendix9: Inky’sRemindersPoster 91 Appendix10:Inky’sRemindersPoster(IrishMedium) 92


4 Using InCAS in Northern Ireland

5SECTION

01InCAS Overview



7

What is InCAS?InCAS (InteractiveComputerisedAssessmentSystem)wasdevelopedbytheCentre for Evaluation and Monitoring (CEM)atDurhamUniversity.Itincludessixassessments:

• Reading;• GeneralMaths;• MentalArithmetic;• Spelling;• DevelopedAbility;and• Attitudes.

Asthenamesuggests,pupilscompleteInCASassessmentsatthecomputer.Theywearheadphonessotheycanlistentotheinstructionsandquestions,aswellasreadthem.Theassessmentslastnolongerthan30minuteseachandarecarriedoutduringnormalclasstimetofitinaroundday-to-daylearning.

How Does InCAS Work?

InCASassessmentsareadaptivewhichmeanseachassessmentistargetedtowards,andappropriateto,theabilityofeachpupil.

Thefirstquestiongiventoeachpupilisdeterminedbytheirageatthetimeofassessment,andwillbeatadifficultylevelthatapupilapproximately2yearsyoungerwouldhavea50:50expectationofgettingcorrect.Thedifficultyleveloffurtherquestionsisdependentonthepupil’sresponses.Ifthepupilanswersthequestionscorrectlytheassessmentwillbecomeharderandvice-versa.

An Example of an InCAS General Maths Assessment

TheexamplebelowillustrateshowInCASmightassesstheGeneral MathsofagirlcalledMarina.Shewas7yearsand3monthsoldwhenshecompletedtheassessment.

The number of questions in each set may vary depending on how many right

answers a child gives.

Pupils are asked several sets of questions to give them a number of

chances to demonstrate their ability.

This assessment produced a General Maths Age of 7yrs

9m for Marina

This is the age range covered

during this set of questions.

5yrs 4m 10yrs

7yrs 4m 9 yrs 2m

7yrs 6m 8 yrs 4m

7yrs 7m 8 yrs 2m


8

TogiveMarinaagoodchanceofgettingthefirstquestioncorrectInCASchoosesonewhichissuitableforapupilwhoisyoungerthanheractualage.

Youcanseethatherfirstsetofquestions(showningreen)becomegraduallymoredifficultuntilthefinaloneisappropriateforapupilwhois10yearsofage.AtthispointthenumberofMarina’swronganswerssuggeststhatshehasmovedbeyondherabilitylevel.Toreachthispointapupilwillhavemade4consecutivemistakesor5intotal.

InCASrepeatsthisprocessseveralmoretimes(showninblue,yellowandpink)untilitidentifiesthatherInCASGeneral Mathsage-equivalentoutcomeis7yearsand9months,comparedtoheractualageof7yearsand3months.

Offeringapupilmorethanonesetofquestionsensuresthatonecarelessmistakecannotgivethewrongimpressionoftheirability.

Automatic Marking of InCAS Assessments

Onceassessmentsarecompletedtheyaresenttoasecurewebsitewww.incasproject.orgwheretheyareautomaticallymarked.

InCASproducesage-equivalentoutcomesandhasvariousformsoffeedbackthatcanbeaccessedbyschools.Thisfeedbackisavailablewithin48hoursoftheassessmentsbeingsentformarking.

Byanalysingthefeedbackteachers/schoolscanidentifyanystrengthsorareasforimprovement.Thisinformationcanbeusedtohelpplanlearningandteachingbothatanindividual,class,yeargrouporschoollevel.


9

InCAS in Northern Ireland

Key Points

• AllYear4–7pupilsarerequiredtocompletetheInCASReadingandGeneral Mathsassessmentsduringeachautumnterm.

• Thefeedbacksuppliedfromtheseassessmentsincludesage-equivalent outcomes whichneedtobeshared in writinganddiscussed at parent meetingswhichwillalsotakeplaceintheautumn term.

• Pupilswithprofound and multiple(PMLD)andthosewithsevere(SLD)learning difficultiesareexemptfromcompletingInCASassessments.

ForinformationabouttherangeofresourcesavailabletosupporttheuseInCASinNorthernpleaserefertoAppendix 1: InCAS and Annual Report: Resources Box.

TheDepartment of EducationhasmadeInCASavailabletoallprimary,IrishMedium,specialschoolsandunitsfreeofcharge.

The Purpose of InCAS in Northern Ireland

InCASisadiagnosticassessmenttooldesignedtosupportschoolsinidentifyingpupils’strengthsandareasforimprovement.TheInCASoutcomesarenotcollatedcentrallyandaswithalldata,schoolswillneedtoensurethattheyhaveappropriatearrangementsinplaceforitssafestorage.

Please note: InCASisnotforcomparingpupilsbutisanintegralpartofthewidereffortsinNorthernIrelandtoraiseoutcomesinliteracyandnumeracyforallyoungpeople.InCASisnotforschoolstouseforanypurposerelatedtothetransferofpupilsfromprimaryandpost-primaryschool.

Standardised for Northern Ireland

InCASassessmentshavebeenspecificallystandardisedforNorthernIrelandpupils.ThisinvolvedCEManalysingpupilresponsestoeachquestionwithinInCASsothatdifficultylevelscouldbeestablished.Theage-equivalentdifficultylevelforanyquestioniswherehalfthepupilsofacertainageanswerthequestioncorrectly.Duringthisanalysisitwasalsopossibletodetermineifthespreadofquestionswasappropriatetocaterforthewide-rangeofabilitylevelsamongpupils,andwherenecessaryfillanygapsand/orremoveanyquestionsthatwerefoundtobeunsuitable.


10

Optional InCAS Assessments

WhileitisstatutoryforYear4,5,6and7pupilstocompletetheReadingandGeneral Maths assessmentsitisusefultorememberthattheotherassessmentsareavailableforschoolstousewithanypupil.Theseinclude:Spelling,Mental Arithmetic,AttitudesandDeveloped Ability.

Manyschoolsfindthattheseoptionalassessments,inparticularDevelopedAbility,provideausefulcontextfortheReadingandGeneralMathsoutcomes.Infact,sinceInCASwasfirstintroduced,thenumberofpupilsusingthemhassteadilyincreased.In2010-2011,over half of all schools chose to useDevelopedAbility,SpellingandMentalArithmeticwithalmostasmanyusingtheAttitudesassessment.

Please note: TheDepartment of Educationhasspecifiedthatoptionalassessmentsshouldbeusedearly enough in the school yeartoallowoutcomestoinform learning and teaching.

Irish Medium InCAS Assessments

AlloftheInCASassessmentsarealsoavailableinIrishexceptforDeveloped Ability.

TheReadingandSpellingassessmentsinIrishhavebeendevelopedspecificallyforandstandardisedwithIrishMediumpupils.

TheGeneral MathsandMental ArithmeticassessmentsinIrisharedirecttranslations.TheyhavebeenstandardisedforallpupilsinNorthernIrelandandnotjustforthosewhospeakIrish.

TheAttitudesassessmenthasalsobeentranslatedintoIrish.

Exemptions

PupilsassessedashavingSLDandthosewhohavePMLDareautomaticallyexemptedfromcompletingallstatutoryassessments,includingInCAS.

Please note:IrishMediumprimaryschoolsandunitsdonothavetocarryouttheInCASassessmentsintheschoolyearinwhichtheyfirstbecomesgrant-aided.

Temporary Exceptions

Principalsmayvaryorrevokedirectionsmodifyingorliftingforabriefperiod,theassessmentrequirementsastheyaffectanindividualregisteredpupil.Thisdecision must be taken in consultation with parents,teachers andwhereappropriateEducational Psychologists.


11

Therearetwotypesofdirections:

• “generaldirections”–thefactorsnecessitatingtheexceptionarelikelytohavechangedsignificantlyinsixmonths;and

• “specialdirections”–thepupilhasalongertermneedforexceptionsthatcanonlybemadethroughastatementofspecialeducationalneedsandtemporaryexceptionisnecessarywhiletheprocessofassessmentorre-assessmentbytheEducationandLibraryBoardtakesplace.

Aninitialdirectionmaylastfornomorethansixcalendarmonths.

Theprincipalmayrenewageneraldirectionbyissuingafurtherdirectiontorunonconsecutively.Thiscanbedoneonuptotwooccasionsforafurtherthreecalendarmonthsonlyineachcase.

Directionsmaynotberenewedforathirdtime.

ThespecialdirectionsendifandwhenaStatementisinplaceandwillbesupersededbytheprovisionspecifiedinthatStatement.

ForfurtherinformationpleaserefertoCircular 1990/45: Temporary Exceptions from the Statutory Curriculum and Assessment Provisions for Individual Pupils.


12

An Outline of the Content of the InCAS AssessmentsBelowyouwillfindkeypointsabouteachassessmentalongwithexamplesofquestions.ForasummaryofthisinformationpleaserefertoAppendix 2: ‘At a Glance’ Guide to InCAS Assessments.

Reading (statutory)

Key Points

Thisassessment:

• takesamaximumof30 minutes;• has3 separate moduleswithcontinue buttonsbetweenthem;• producesanoverall Reading outcomeforeachpupil;• producesseparate outcomesforWord Recognition,Word Decodingand

Comprehension(whereapplicable);and• mustbecompleted in one sitting.

WordRecognitionandWordDecodingarecompleted by all pupilsandhavequestionswhicharereadaloud.AnappropriateComprehension passage is then selected based on the pupil’s performance in Word Recognition and Word Decoding.

Please note:IfitisclearfromtheirperformancethatapupilisexperiencingdifficultiesduringtheWordRecognitionand/orWordDecodingmodulesthesoftwarewillnotgivethema Comprehension passage.Thiswillbe indicated in their feedback as an asterisk (*).

Examples of Questions

BelowareexamplesofquestionsfromwithintheReadingassessment:

Thereisavoiceover throughoutthismodule.


13

Thereisavoiceoverthroughoutthismodule.

Inthisexample,thevoiceoversays‘zop.’Thisisrepeatedagainandthenthepupilchoosestheiranswerbeforemovingontothenextquestion.

Please note:Mostofthewordsinthismodulearenonsense wordsbecauseifrealwordsareusedthenitisnotpossibletodistinguishwhetherthepupilhasrecogniseditbysightorhasdecodeditphonically.It is important to make pupils aware of this before they begin.

Thereisno voiceoverinthismodule.

Please note:Pupilshavetoscrollupanddownthescreenbyusingthearrows.WhentheyhavegivenananswerineveryboxtheNextarrowswillturngreenallowingthemtofinish.


Inthisexampleonpage12,thevoiceoversays‘House…Theyliveinahouse.’Thepupilthenchoosesananswerbeforemovingontothenextquestion.

14

General Maths (statutory)

Key Points

Thisassessment:

• takesamaximumof20 minutes; • hasno separate modules; • producesanoverall General Maths outcomeforeachpupil;and• producesseparate outcomesforNumber 1, Number 2, MSS(Measures/Shapeand

Space)andData(HandlingData).

Please note:Pupilsareallowed to have pencil and paper beside them during General Maths butshouldbeencouragedtoworkquicklythroughtheassessment.

Example of a Question

BelowisanexampleofaquestionfromwithintheGeneral Maths assessment:

Thereisavoiceover throughoutthisassessment.

Inthisexample,thevoiceoversays‘Howmanyapplesarehere?’Thenthepupilchoosestheiranswerbeforemovingontothenextquestion.


15

Spelling (optional)

Key Points

Thisassessment:

• takesamaximumof20 minutes; • hasno separate modules; • producesanoverall Spelling outcomeforeachpupil;and• allowsmistakes to be deletedbyclickingon‘(back)’.

Please note:Pupilsarenot able to type on the keyboardtoanswerbutmustselectthelettersonscreenusingtheirmousepointer.Inaddition,thelettersonscreenareinalphabeticalnot‘qwerty’order.Some pupils, especially those with fine motor skills difficulties, may find this challenging.

Example of a Question

BelowisanexampleofaquestionfromwithintheSpelling assessment:


Inthisexample,thevoiceoversays‘Class…Aclassofchildren.’Thenthepupilselectstheiranswerbeforemovingontothenextquestion.


16

Mental Arithmetic (optional)

Key Points

Thisassessment:

• takesamaximumof12 minutes;• has4 separate modules;• producesanoverall Mental Arithmetic outcomeforeachpupil;and• producesseparate outcomes forAddition, Subtraction, Multiplicationand

Division(whereapplicable).

Please note:Wherethepupilhasnotachievedwellenoughtomovebeyondamodulethenthiswillbeindicated in their feedback as an asterisk (*).


BelowareexamplesofquestionsfromwithintheMental Arithmetic assessment:

Thereisno voiceover throughoutthismodule.

Apupilmustachieveanage-equivalentoutcome of at least 5 yrs to move onto Subtraction.


17


Apupilmustachieveanage-equivalentoutcome of at least 7 yrs to move onto Multiplication.


Apupilmustachieveanage-equivalentoutcome at least 8 yrs to move onto Division.


18

Attitudes (optional)

Key Points

Thisassessment:

• takesamaximumof15 minutes;• doesnotproduceanoverall Attitude outcomeforeachpupil;• hasno separate modules; • producesseparateoutcomesforAttitude to Reading, Attitude to Mathsand

Attitude to School;and• doesnotproduceage-equivalentoutcomesbutratherascore between 1 and 5with

5beingthemostpositive.

Please note:DuringtheAttitudesassessmentthepupilneedstouse the mouse to drag a pointer along a scale lineinorderindicatetheirresponsetoaseriesofstatements.Pupils with fine motor skills difficulties may find this challenging.


BelowareexamplesofquestionsfromwithintheAttitudes assessment:

Thereisavoiceoverthroughoutthisassessment.

Inthisexample,thestatementsays‘Ilookforwardtoreading.’Thepupilindicatesthatthisismostlytruebydraggingthemousepointeralongandclickingtheretoregistertheiranswer.


19


Inthisexample,thestatementsays‘Ilikecounting.’Thepupilindicatesthatthisissometimestrue/sometimesfalsebydraggingthemousepointeralongandclickingtheretoregistertheiranswer.


Inthisexample,thestatementsays‘Ilearnalotatschool.’Thepupilindicatesthatthisismostlyfalsebydraggingthemousepointeralongandclickingtheretoregistertheiranswer.


20

Developed Ability (optional)

Key Points

Thisassessment:

• takesamaximumof22 minutes;• hastwo separate modules;• producesan overall Developed Abilityoutcomeforeachpupil;• producesseparate outcomesforPicture VocabularyandNon-Verbal.


BelowareexamplesofquestionsfromwithintheDeveloped Ability assessment:

Thereisavoiceover throughoutthismodule.

Inthisexample,thevoiceoversays‘carrots’andthenrepeatsit.Thepupilclicksonthepicturethatbestdescribestheword.


Thepupilseesthepatternontheleftfirstandmustclickthemousepointeroneachspot



tocolourthemin.Thenthespotsontherightappearandthepupilhastoclickagaintocreatethesamepattern.Tocorrectamistakesimplyclickonthespottoturnitwhiteagain.

Pupilsansweras many questions as possible in 7 minutes.

Please note:Ifapupilanswers all the practice questions incorrectly then they will not continuewiththeassessment.Thiswillbeindicated in the feedback by an *.

ItisimportantthatpupilsareclearduringtheNon-Verbalmodulethattheyarelooking for an identical pattern and not symmetry.

Sharing InCAS Outcomes with ParentsTheDepartment of EducationrequiresthattheReadingandGeneral Mathsage-equivalentoutcomesforeachYear4-7pupilshouldbesharedwiththeirparents/guardiansinwritinganddiscussedatameetingwhichwilltakeplaceduringtheautumnterm.

ThisparentmeetingprovidesausefulopportunityforschoolstosettheInCASoutcomesinaneducationalcontext,suchasanyareasforimprovementandtheactionsthattheschoolintendstotaketoaddressthese.Italsoprovidesanopportunitytohelpparents/guardiansunderstandwhattheycandotosupporttheirchild’slearning.

Please note:TheInCASReadingandGeneralMathsoutcomesarenot intendedtobeusedto compare childrenwitheachotherbuttoencourageteachers,parents/guardiansandpupilstoworktogethertosupportlearningaseffectivelyaspossible.

Aswithanyone-offassessmenttheoutcomesofInCASassessmentsaredeterminedbyhowthepupilrespondsatthatpointintime.Forthisreason,theyshouldalwaysbeconsideredwithinthecontextofotherinformationandknowledgeofthechild.


23SECTION

02Completing InCAS

Assessments



25

Instructions for Using the InCAS SoftwarePreparation

BeforeteacherscanstartusingInCASwiththeirpupils:

• thesoftwareneedstocontainthecorrectschoolandpupildata;and• therequiredassessmentsshouldhavealreadybeenselectedandpasswordscreated.

InformationabouthowthisshouldbedoneisincludedintheInCAS Assessments: School Preparation & Supportinformationwhichissent to Principalsatthestartofeachschoolyear.Ifrequired,copiesoftheseinstructionsareavailablefromtheInCASsectionofwww.nicurriculum.org.uk

Please note: Thisprocessshould only be completed oncebyanominatedpersonintheschool.

Theinformationonthefollowingpagesassumesthattheabovehasbeencompleted.

ForasummaryofkeypointstorememberwhenusingInCASpleaserefertoAppendix 3: Tips for Teachers Using InCASandtoviewtheresourcesdesignedtosupportclassroomassistantspleaserefertoAppendix 4: Guidance for Classroom Assistants Supporting Pupils to Complete InCAS Assessments and Appendix 5: Checklist for a Classroom Assistant Supporting a Pupil to Complete InCAS.


26

Open the InCAS Software and Log-In

1. ClickontheStartmenufromyourcomputerdesktop.2. ClickAll Programs.3. FindandclicktoopentheInCASprogramset.4. ClickInCASforthecurrentyear.5. TheLog-Inscreenwillappear(seebelow).

TheLog-Inscreeniswhere:• pupilsentertheirpasswordtostartanassessment(seepage35);and• schoolsaccessthefunctionsavailablewithintheAdmin Menuasdescribedonthenext

page.


27

InCAS Admin Menu

TheAdmin Menuisthe‘controlcentre’oftheInCASsoftwarewherecertainadministrativefunctionsareperformed.

Please note:Youcannotlog-intotheAdmin MenuwhilstassessmentsarebeingcarriedoutorifsomebodyelseinyourschoolisusingInCAS.Youwillknowifthisisthecasebecausean error messagewillappearaskingyoutocheckifsomeoneelseisusingthesoftware.

FromtheLog-Inscreen:

1. TypeadminintotheEnter Passwordbox.2. ClickLog-IntoshowtheAdmin Menu(seebelow).


28

Browse Assessments

Thesestepsallowteacherstoviewarangeofquestionsfromeachoftheassessmentsandmodules.

Please note: BrowseAssessmentsshould not be used to prepare pupilsforcompletingtheInCASassessments.TheInky Pupil Demos havebeendesignedforthispurpose.

1. FromtheAdmin MenuclickBrowse Assessments.2. TheBrowse Assessmentsscreenappears(seebelow).3. ClicktohighlighttheassessmentthatyouwishtoreviewandclickStart.4. IntheBrowse Itemsscreen,clicktohighlightanyitem/question.5. ClickShow Item.Theselecteditemwillbedisplayed-answerthequestion.6. Whenyouhavefinishedthequestion,youwillbereturnedtotheBrowse Items

screen-repeatforotheritemsifrequired.7. Click Back to Main Browse Menu. 8. ClickBack to Admin Menu.


29

Edit/View Biographical Data

ThesestepsallowteacherstoaccessallthedatastoredwithinInCASfortheschool.

Please note:Thisscreenshouldonlybeusedbyteachersiftheyneedtoperformthefollowingfunctions:• manuallyenterapupilormakeachangetothedata;or• createanassessmentforanentireclassorindividualpupil/s.

Thescreenworksinthefollowingway:

1. ClicktohighlighttheSchool.TheclassnameswillappearintheClassbox.2. ClicktohighlightaClass.ThepupilnameswillappearforthatclassinthePupilbox.3. ClicktohighlightaPupil.Theassessmentsession/s(whencreated)forthatpupilwill

appearintheSession box.

Thecommandbuttons(New, Edit, Delete and Assess)performthesamefunctionregardlessoftherowtheyareon,e.g.forthepupilrow–onlythespecificpupilhighlightedwillbeaffected.


30

Edit a Pupil’s Details

Thesestepsallowteacherstochangeoraddpupildetails.

Please note: Thisshouldonlybenecessaryifsomeofyourdataisincorrect/missing.

1. FromtheAdmin MenuclickEdit/View Biographical Data.2. BesidetheSchoolbox,clickyourschoolname.3. BesidetheClassbox,clicktheclassthatthepupilisin.4. BesidethePupilbox,clickthepupilnameandthenclickEdit.5. IntheEnter pupil details screenmaketherequiredchangesandthenclickOK.6. Repeatsteps4&5ifrequiredtocheck/changeotherpupildata.

Add a New Pupil

1. Followsteps1-3above.2. BesidethePupilbox,clickNewtoseetheEnter pupil detailsscreen.3. AddthenecessaryinformationandthenclickOK.

YouonlyneedtoenterFirstName,Surname,DateofBirth,SchoolyearandSex(seebelow).


31

Create an Assessment: Entire Class

Thesestepsallowteacherstochangeoraddpupildetails.

1. FromtheAdmin MenuclickEdit/View Biographical Data.2. BesidetheSchoolbox,clickyourschoolname.3. BesidetheClassbox,clicktheclassthatyouwishtoassess.4. Totheextremerightofthe Classbox,clickAssess.5. TheCreate multiple assessment sessionsscreenappears(seebelow). Clicktohighlighttheassessmentofyourchoicefromthelist.6. ClickOK.7. ClickOKtoconfirmthenumberofassessmentscreated.8. RepeatasrequiredforotherassessmentsorclickBack to Admin Menu.


32

Create an Assessment: Individual Pupil

Thesestepsallowteacherstosetupassessmentsforindividualpupils.

1. FromtheAdmin MenuclickEdit/View Biographical Data.2. BesidetheSchoolbox,clickyourschoolname.3. BesidetheClassbox,clicktheclassthatthepupilisin.4. InthePupilbox,clickthepupil’snameyouwanttoassess.5. TotheextremerightofthePupilbox,clickAssess.6. TheEnter assessment sessiondetailsscreenappears(seebelow).7. Clicktohighlighttheassessmentofyourchoicefromthelist.8. ClickbesidethePasswordbox.9. Makeanoteofthepupil’snewthreeletterpasswordandtheclick OK.10. RepeatasrequiredforotherassessmentsorclickBack to Admin Menu.


33

Access/Print Passwords: All Pupils Using InCAS

Thesestepsallowteacherstovieworprintpasswordsfortheschool.

Please note: Thiswillprovidepasswords(listedinclassorder)forallpupilswithan‘activesession’.Thesessionswillberemovedfromthelistwhentheassessmentshavebeencompleted.

1. FromtheAdmin MenuclickPasswordList.2. ThePassword Listwillopenandbedisplayedinclassorder.3. PrintthisorcopyandpasteitintoanotherapplicationsuchasMicrosoftWordwhere

youcaneditit.4. ToclosethePassword Listclicktheredxatthetoprightofthescreen.5. ThenclickBack to Admin Menu.6. ClickExittoleavetheInCASsoftware.

ACTIVE SESSIONS IN THE CURRENT DATABASE

CLASS: HMCBSurname FirstName DOB Assessment PasswordBrown Rachael 13/04/2001 GeneralMaths OQXBrown Rachael 13/04/2001 Reading JFQCorry Robert 11/04/2001 GeneralMaths VSHCorry Robert 11/04/2001 Reading JAXCowan Sarah 07/06/2001 GeneralMaths NWSCowan Sarah 07/06/2001 Reading CURCraig Peter 03/03/2001 GeneralMaths POHCraig Peter 03/03/2001 Reading FIO

CLASS: MMKSurname FirstName DOB Assessment PasswordHamilton Molly 25/01/2001 GeneralMaths GKJHamilton Molly 25/01/2001 Reading DJX

Please check the dates of birth entered are correct .


34

Inky Pupil DemosTeachersshouldusetheInky Pupil DemostointroducepupilstoInCASassessments.

Inkyisananimatedcharacterthatwillshowpupilshowtologonandworktheirwaythroughtheassessments.ThesepupildemosaredesignedtobeshowntoanddiscussedwithawholeclassandeachdemoincludesafinalsectioncalledInky’s Reminderswhichsummarisestheinstructionsandcanbemovedthroughatthespeedthatteachersfeeltobeappropriatefortheirpupils.

Please note:Thesedemosarenot designed to be watched individually by pupils withoutinteractionwiththeirteachersorclassroomassistants.Theyarebestviewedonawhiteboardorviaadataprojector.Foryounger pupilsorforthosewhohavespecial educational needsitmaybehelpfulforthemtowatch the demo several times.

Inky Pupil Demos areavailableforbothstatutoryandnon-statutoryInCASassessmentsinEnglishandIrish.

Additional Support to Prepare Pupils to Complete InCAS Assessments

Inaddition,otherresourcesareavailabletohelppreparepupilsfromwww.nicurriculum.org.uk

PleaserefertoAppendix 8: Inky’s Key Messages Snap Cards, Appendix 9: Inky’s Reminder Poster and Appendix 10: Inky’s Reminders Poster (Irish Medium).


Pupil Log-InThesestepsallowapupiltocompleteanassessmentoncetheyhaveviewedtheInky Pupil Demo(seepreviouspage).

Please note:Itisespeciallyimportantthatthepupil’sdateofbirthiscorrectasInCASusesthisinformationtoselectanappropriateentrypointintotheassessment.

1. OntheLog-Inscreenthepupilenterstheuniquethreeletterpasswordforthe requiredsession.

2. ClickLog-In.3. Checkthatthe detailsarecorrect.4. Click‘Test Sound’.

Please note:OncethepupilclicksStart thevolumecannot be adjustedsoitisimportantthatthevolumeleveliscorrect.Thepupilshouldbeabletohearthesoundofapplause.Iftheycannot,makesurethattheheadphonesareworkingandthevolumeisatanappropriatelevel.Ifthevolumeisnotcorrectthenthepupilcanusetheon-screenslidingVolumecontroltoadjustit.

5. ClickontheStartbuttontobegintheassessment.

Theassessmentwillbeginwithsomeinstructionsandsamplequestionssothepupilknowswhattodo.Pupilsshouldlistencarefullytotheinstructionsandfollowthepromptstheyaregivenuntiltheassessmentisfinished.

Using InCAS in Northern Ireland 35

36

Completing the InCAS Assessments – TroubleshootingFindbelowquickinformationforteacherswhoencounterdifficultieswhencompletingtheassessments.

What is the problem? Try this …I can’t find this year’s InCAS software onmycomputer/laptop.

• Connectthecomputer/laptopdirectlyintotheC2ksystemusinganetworkcable;and

• AllowtimeforittoupdateinlinewithC2kguidance.Mylaptops/computerscannot access the wireless network.

• CheckthatyouarefollowingtheguidelinesprovidedbyC2kfortheeffectiveuseofwirelessconnectionsinyourschools.

Thesound is not working. • Ensurethatthesoundonthecomputer/laptopandtheheadphonesisnotmutedandthattheheadphonesarepluggedinproperly.

• CheckwiththeITCoordinatorthatnootherproblemshavebeenreportedwiththeequipmentwhichwouldexplainthedifficulty.

Ihavenoticedthata pupil’s name, date of birth, year or class group is incorrect.

• PhonetheInCAS Helpdesk.

Ineedtosetupsomeoftheoptional assessmentsforpupils.

• FollowtheinstructionstoCreate an Assessment: Entire Class(seepage31)orCreate an Assessment: Individual Pupil(seepage32).

A new pupil has just startedinmyclass.Ineedtocreateanassessmentforthem.

• FollowtheinstructionstoAdd a New Pupil(seepage30)andCreate an Assessment: Individual Pupil(seepage32);and

• Notethepasswordandassessthepupilasnormal.

The passwords that I haveformypupilsare not working.

• FollowtheinstructionstoAccess/Print Password: All Pupils Using InCAS(seepage33);

• Checkthatthepasswordslistedwithinthesoftwarearethesameastheonesthatyouhavebeentryingtouse.

• Iftheyarenotthenprintthenewlistandassessusingthesenewpasswords.

Myclasshasno passwords. • FollowtheinstructionstoCreate an Assessment: Entire Class(seepage31)andAccess/Print Passwords: All Pupils Using InCAS(seepage33).


37

What is the problem? Try this …Someofmypupilshavemore than one password foranassessment.

• Allofthesepasswordswillbeactivesojustchooseoneforeachpupilanduseit.

Ihavelost the password listthatIwasgivenformypupils.

• FollowtheinstructionstoAccess/Print Passwords: All Pupils Using InCAS(seepage33)toprintanewcopyofthelist.

Oneofmypupilswascompletinganassessmentwhenthecomputer screen froze.

• Report the problem to the C2K Helpdesk;and• FollowtheinstructionstoCreate an Assessment:

Individual Pupil(seepage32).

Iamunable to log in to InCASandamseeinganerrormessage.

• SomeoneelseintheschoolisusingInCASandwhentheyarefinishedandhaveloggedoutthenyouwillbeabletologin.

An error message appeared onthescreenwhenoneormoreofmypupilswerecompletinganassessment.

• Notewhattheerrormessagesays,whetherthepupilisworkingwirelesslyorusinganetworkcableandwhichassessmenttheyarecompleting;

• Report the information to the InCAS Helpdesk;and• FollowtheinstructionstoCreate an Assessment:

Individual Pupil(seepage32).

A pupil became ill or was interrupted by an emergencyandwasunabletofinishanassessment.

• FollowtheinstructionstoCreate an Assessment: Individual Pupil(seepage32)toallocateanewpasswordtothepupilandallowthemtocompletetheassessmentagainatamoresuitabletime.

Stillhavingproblems? Contactthe C2k Helpdeskon0870 6011666.

Stillhavingproblems? ContacttheInCAS Helpdeskon02890 261274.



39SECTION

03Sending InCAS

Assessments for Marking



41

Using the School’s Unique Username and PasswordAseachpupilcompletesanInCASassessmentthedata will be saved automaticallyontoyourschoolsystem.

Foreaseofmanageability,schoolsshouldideallywaituntileveryonehasfinishedInCASbeforesendingtheassessmentsformarking-thatwayonepersoncanuploadforthewholeschoolinonego.However,ifthisisnot practical,schoolsshoulduploadasappropriate.

SchoolsneedtousetheiruniqueUser Name and Passwordtocompletethisprocess.Thiswillensurethattheyaretheonlyonesabletouploadandaccesstheiroutcomes.

Yourschool’s Username andPasswordremainthesameasinpreviousyears.Ifyoucannotlocatethem,contacttheInCAS Helpdeskon028 9026 1274.

Please note:Forsecuritypurposes,InCAS Helpdesk staff will not give out these unique Usernames and Passwords over the phone.InsteadtheywillusetheschoolphonenumberlistedontheDENIwebsitetocontacttheprincipalwiththedetails.Thisisforsecuritypurposestoensurethatqueriesarelegitimate.


42

Instructions for Using the InCAS SoftwareSend Assessments for Marking

Thesestepsallowteacherstouploadtheassessmentstoasecurewebsiteformarking.

Please note:Teachersmustbelogged on to the C2k networktocompletethefollowingsteps.

1. FromtheAdmin MenuclickTransfer Data.2. ClicktohighlightUpload file.3. ClickTransfer.Asmallscreenwillopen-thefilewillhavethedefaultname

UploadFile.4. ClickSave.Ifyougetamessagesaying“UploadFile.ZIPalreadyexists.Doyou

wanttoreplaceit?ClickYes.5. Afterashortdelayyouwillgetamessageconfirmingthatyourdatahasbeen

transferred.Youwillbeaskedifyouwishtogotothewebsite-clickYes.6. OntheInCAS+ Securewebsite,enteryourschool’sUsernameandPassword

andclickSubmit.7. ClickReturn DataandthenUpload Results.8. ClickBrowse.9. ClickonMy Computer.10. DoubleclickontheRM Shared Documentsdriveendingwith (W:).11. FindanddoubleclicktheInCASfolderforthecurrentyear.12. DoubleclicktheAdminfolder.13. Findanddoubleclickonthe UploadFile.ZIP.14. ClickUpload.Afterashortdelay(dependingonthefilesize)youwillreceive

confirmationthatyourdatahasuploaded.15. ClosethewebsiteandthenclickBack to Admin Menu.16. ClickExittoleavetheInCASsoftware.

Onceyourassessmentshavebeenuploaded,yourdatawillbeanalysedandchartsandtablesproduced.Itisrecommendedthatyouallow48hoursforthistooccur.


43

InCAS Feedback

SECTION

04Accessing and

Understanding InCAS Feedback



45

Accessing FeedbackOnceyourassessmentshavebeenuploadedandanalysed,youcanlog-ontotheInCAS+ websitetoaccessyourfeedback.Thiscanbedonefromanycomputerwithinternetaccess.

Please note:Eachschoolhasaunique User NameandPassword.Passwords are case sensitive.

1. Log-ontotheInCASwebsitewww.incasproject.org2. Click+SECURE SITES.Adropdownmenuwillappear.3. ClickInCAS+.4. OntheInCAS+ Secure Websitepage,enteryourschool’suniqueUser Nameand

Password.5. ClickSubmit.6. ClickResults/Analysiswhereyouwillseelistedthedifferenttypesoffeedback

available(seebelow).

Thedifferenttypesoffeedbackinclude:

• StandardFeedback;• CustomFeedback;• AgeComparisonCharts;• AgeStandardisedScores;and• PupilProgressCharts.

Please note:CustomFeedbackwillgiveyouaccessto4othertypesoffeedback:

• ScoresCharts;• LongitudeCharts;• ScoresTables;and• DifferencesTables.

Thefollowingpagesprovidemoreinformationonhowtounderstandthefeedbackalongwithexamplesofthedifferenttypesavailable.


46

Understanding Feedback

Please note:Whenchoosingthetypeoffeedbackthatwillbesharedwithparentsitisimportanttorefer to the latest Department of Education requirementsoutlinedinthe current InCAS circular.

Theminimum age-equivalentoutcomeforGeneralMaths,DevelopedAbilityandMentalArithmeticis3yearsandforReadingandSpellingis4years.

Themaximum age-equivalentoutcomeforanyassessmentis16years.

Attitudeoutcomesareratedona5-pointscalewith1beingnegativeand5beingpositive.

Age-equivalent outcomesindicatehowthepupilperformedduringtheassessment.

An asterisk (*) appearinginapupil’sfeedbackindicatesthatanassessmentormoduleoutcomeismissing(seethefollowingpage).

An age differenceoutcomeisthedifferencebetweenthepupil’sage-equivalentoutcomeandtheirage.

Whenapupil’sage-equivalentoutcomeisinlinewiththeirage,thentheagedifferencewillappearas0:0.

AtableorchartforAchievementwillincludeoutcomesforbothstatutoryassessments(ReadingandGeneralMaths).

Please note:Wheregiventheoption,itisrecommendedthatdownloadedcharts/tablesare“saved”inaconvenientfolder.Alsosomecharts/tablesareproducedinExcelandusemacros.Ifprompted,ticktheboxto“Enable Macros”.


47

Missing OutcomesAsterisk (*)

SometimesInCASfeedbackmayincludeanasterisk(*)whichindicatesthatanassessmentoutcomeismissing.Bycheckingthelistbelowmostofthereasonsforthiswillbeexplained.

Amissingoutcomewilloccurwhenapupilhas:

• beenabsentduringanassessment;• not achieved a high enoughage-equivalentoutcomeineitherWordRecognitionor

WordDecodingtomove on to Comprehension;• notachievedahighenoughage-equivalentoutcomeinoneMental Arithmetic

module to move ontothenext;or• not been able answer any of the practise questionsatthebeginningoftheNon-

VerbalmodulewithinDevelopedAbilityandhasthereforebeenstopped at that point.

Please note:IfthereisstillanunexplainedasteriskschoolsshouldcontacttheInCAS Helpdesk on 02890 261 274.

Hash sign (#)

Please note:Ifaschoolfindsanyhashsigns(#)inthefeedbackthentheyshouldcontacttheInCAS Helpdesk on 02890 261 274.


48

Standard FeedbackThesetables:

• showoutcomes for all the assessmentscompletedintheschool;• downloadseparatedintoyeargroupsandthenintoclasses.Pupilsineachclassare

listedinalphabeticalorder;and• cannotbesortedorfiltered.

Please note:Printing directlyfromtheInCAS+websitewillincludetheoutcomes for every assessmentcompletedintheschool.Toprintaspecificselection,copyandpasteintoanotherapplication,suchasMicrosoftWord.

Alternatively,ifyouwouldprefertodownload your outcomes in smaller groups,usethe Custom Feedbackoption.

BelowisanexampleofStandard Feedback.

1. Thisshowstheageatthetimeofassessment.2. Thesepresenttheage-equivalentoutcomeswhichindicatehowthepupil

performedduringtheassessment.3. Theminimumage-equivalentoutcomeforGeneralMaths,DevelopedAbilityand

MentalArithmeticis3yearsandforReadingandSpellingis4years.4. Anasterisk(*)appearinginapupil’sfeedbackindicatesthatanassessmentor

moduleoutcomeismissing(seepage47).


NameReading

Age(Yrs:Mths)

18/10/2011

Age Equivalent ScoresScore (Yrs:Mths)

Reading GenMaths

Charles A 8:11 7:5 9:0

William A 9:0 11:10 *

Alex B 8:8 <4:0 8:6

Nuala B 9:0 6:8 7:1

Joe C 9:1 9:2 10:4

Zane C 8:8 8:10 9:9

Oliver F 9:1 8:3 *4

3

1 2

49

Custom FeedbackCustomFeedbackallowsschoolstoaccess:

• ScoresCharts;• LongitudeCharts;• ScoresTables;and• DifferenceTables.

Please note:ThesechartsandtablesmaybeavailableatPupil, Class, Year GroupandSchool leveldependingonthetypeoffeedbackchart/tableselected.

Accessing Custom FeedbackOncetheschoolshaveselectedtheCustom FeedbackoptionfromtheResults/Analysis dropdowntheysimplyworkfromlefttorightofthescreenclickingthechartortablethattheyrequire.ThenclickonDisplay Chart/Table.


50

Scores ChartsThesecharts:

• areavailablefor all the assessmentscompletedintheschool;• provideagraphicalrepresentationofoutcomes;and• canbeaccessedatPupil,Class,YearGroupandSchoolLevel.

BelowisanexampleofaScores Chart.

1. Thebluesquaresshowthepupil’sage-equivalentoutcomes.2. Theverticallinesaboveandbelowthebluesquaresaretheconfidenceintervals.3. Thegreenlineisthepupil’sageatthetimeofassessment.4. Thedatebelowtheassessment/modulenameindicatesthedatewhenthepupil

completedtheassessment.5. Theage-equivalentoutcomesscalemaychangefrompupiltopupilbecauseitis

automaticallydeterminedbythesoftware.Inadditionwherethescaleisinhalfyearsratherthanwholeyearstheconfidenceintervalsmayappearlonger.

Understanding Confidence Intervals

Anage-equivalentoutcome(bluesquare)showshowapupilperformedatagivenpointintime.Onadifferent daythesamepupilmighthavehadaslightly different pattern of responsesandthereforewouldachieveaslightly higher or lower outcome.The confidence intervals show this range.

Thismeansthatbyexamining the confidence intervalsschoolscannotonlyaccesstheage-equivalentoutcomeofapupilbutalsogain an understandingofhowconsistentlythatpupilhasanswered.

Iftheconfidence interval overlapsthegreenlinethenthisindicatesthatonadifferentdaythispupilwouldbeperforming in line with their age.

Please note:Whiletwopupilsmayhaveidentical age-equivalent outcomes it is possiblethatbyaccessingtheirScoresChartsandanalysingtheconfidenceintervalsateachermayidentifythatthelevel of understandingandconsistency of answering is actually different.

1

2 3

45 WordRecog18/10/11

WordDecod18/10/11

Comprehension18/10/11

Age

Equ

ival

ent S

core

10

8

6


51

Longitude ChartsThesecharts:

• areavailableforReading, General Maths, Developed Abilityand Spelling;• showtheprogressthatapupilmakesforuptoamaximumof4years;and• canbeaccessedatPupil,Class,YearGroupandSchoolLevel.

BelowisanexampleofaLongitude Chart.

1. Theblackdiamondrepresentsthepupil’sage-equivalentoutcome.2. Theverticallinesaboveandbelowtheblackdiamondsaretheconfidenceintervals(see

page50).3. Thegreenlineisareferencelinesoateachercanquicklyseeifapupilisperformingat,

beloworabovetheirage.4. Theage-equivalentoutcomesscalemaychangefrompupiltopupilbecauseitis

automaticallydeterminedbythesoftware.Inadditionwherethescaleisinhalfyearsratherthanwholeyearstheconfidenceintervalsmayappearlonger.

Please note:Ifthedifferencebetweentheageandtheage-equivalentoutcomeissolargethatitexceeds the rangeofthescale,thegreen line will not appearonthechart.

1

2

3

4

Age

-Equ

ival

ent S

core

11

10

9

8

7

6

57 7.5 8 8.5 9 9.5 10 10.5

Age


52

Scores TableInCAS: NI2011/12School: 1234567

Order by: First Name

Age Equivalent Scores(Yrs:Mths)

GenMaths Modules

NameAge

(Yrs:Mths) Number 1 Number 2 MSS Data

Zoe x 9:6 8:10 8:10 8:5 9:7

Terri x 10:0 9:8 10:7 9:7 11:11

Taylor x 9:3 9:5 8:2 9:1 8:9

Sydney x 9:5 7:7 5:3 7:3 7:5

Summer x 10:3 <3:0 7:9 7:4 6:10

John x 9:11 7:4 8:5 8:3 8:10

Ryan x 10:2 7:5 10:7 8:6 6:6

Rachel 9:11 9:3 6:7 9:6 8:11

Pheobe x 10:1 7:10 9:7 8:10 7:8

Owen x 9:7 10:0 # 10:3 9:0

Scores Tables Thesetables:

• areavailableforall the assessments completedintheschool;• canbesortedbyFirstName,LastName,Ageortheassessment/moduleoutcome; and• canbeaccessedatClass,YearGroupandSchoolLevel.

BelowisanexampleofaScores Table.

1. Byclickingontheblueboxandthenthegreyarrow(notillustrated)adropdownmenuofoptionsappears.Thiscanbeusedfororderingthetable.

2. Ifahashsign(#)appearsinthetablecontacttheInCASHelpdeskon02890261274.3. Theminimumage-equivalentoutcomeforGeneralMaths,DevelopedAbilityand

MentalArithmeticis3yearsandforReadingandSpellingis4years.

1

3

2


First Name

53

Pupil Scores TablesThesetables:

• includeall assessment outcomescompletedbyanindividualpupil;• cannotbesortedorfiltered;and• canonlybeaccessedatPupilLevel.

BelowisanexampleofaPupil Scores Table.

1. Thisshowsthedifference(+or-)betweentheage-equivalentoutcomeachievedbythepupilandtheirage.

2. Attitudeoutcomesareratedona5-pointscalewith1beingnegativeand5beingpositive.

Assessment AssessmentDate

Age(Yrs:Mths)

Age EquivalentScore (Yrs:Mths)

Age Difference(Yrs:Mths)

Reading 18/10/2011 9:9 11:6 +1:9

WordRecog 18/10/2011 9:9 11:2 +1:5

WordDecod 18/10/2011 9:9 15:5 +5:8

Comprehension 18/10/2011 9:9 10:8 +0:11

Spelling 17/10/2011 9:9 9:10 +0:1

GenMaths 19/10/2011 9:8 9:4 -0:4

Number 1 19/10/2011 9:8 10;3 +0:7

Number 2 19/10/2011 9:8 9:1 -0:7

Data 19/10/2011 9:8 9:2 -0:6

MSS 19/10/2011 9:8 9:1 -0:7

MentArith 20/10/2011 9:8 10:1 +0:5

Addition 20/10/2011 9:8 13:7 +3:11

Subtraction 20/10/2011 9:8 9:6 -0:2

Multiplication 20/10/2011 9:8 10:10 +1:2

Division 20/10/2011 9:8 9;2 -0:6

DevelopedAbility 21/10/2011 9:8 14;0 +4:4

PicVocab 21/10/2011 9:8 12:1 +2:5

NonVerbal 21/10/2011 9:8 14:6 +4:10

Attitudes 17/10/2011 Reading Score: 3 Maths Score:3 School Score:32

1


54

Difference Tables Thesetables:

• areavailableforall the assessmentscompletedintheschoolexceptforAttitudes;• canbesortedbyFirstName,LastName,Ageortheassessment/moduleoutcome; and• canbeaccessedatClass,YearGroupandSchoolLevel.

BelowisanexampleofaDifference Table.

1. Byclickingontheblueboxandthenthegreyarrow(notillustrated)adropdownmenuofoptionsappears.Thiscanbeusedfororderingthetable.

2. Showsthedifferencebetweenthepupil’sage-equivalentoutcomeandtheirage;and3. Whenapupil’sage-equivalentoutcomeisinlinewiththeirage,thentheagedifference

willappearas0:0.

Please note:Whenapupil’sage-equivalentoutcomeis>16or<3or4yrsdependingontheassessment,itisnotpossibletocalculateanexactagedifference.Whenthishappensyouwillsee<or>beforetheagedifference.

Difference TableInCAS: NI2011/12School: 1234567

Order by: Comprehension

Age Equivalent Scores (Yrs:Mths)

Reading Modules

NameAge

(Yrs:Mths)WordRecog

WordDecoding Compreh Spelling

William A 9:0 +1:5 +4:2 +3:1 +1:8

Hayley T 8:10 +2:2 +5:8 +2:9 +3:11

Kim K 9:0 +1:4 +5:6 +2:3 *

Zane C 8:9 +:10 +0:1 +0:2 +1:4

Joe C 9:1 -1:3 +2:7 0:0 *

Emma H 8:7 +1:10 +1:3 -0:4 0:0

1

3

2


Comprehension

55

Age Comparison ChartsThesecharts:

• areavailablefor all the assessments completedintheschool,except for Attitudes;• showhowagroupofpupilsisperformingusingboxandwhiskerplots;• canbefilteredbytheassessment/module(seestep1below);and• canbeaccessedatClass,YearGroupandSchoolLevel(seestep2below).

BelowisanexampleofaAge Comparison Chart.

1. ByclickingontheAssessmentblueboxandthenthegreyarrow(notillustrated)adropdownmenuofoptionsappears.Thiscanbeusedtoselectanassessmentormodule.

2. ByclickingontheCohortblueboxandthenthegreyarrow(notillustrated)adropdownmenuofoptionsappears.ThiscanbeusedtoselectaClass,YeargrouporAllPupils.

3. Thegreenreferencelineshowstheexpectedage-equivalentoutcomesforpupilsacrossNorthernIreland.

4. Therectangularboxincludesthemiddle50%ofthegroups’age-equivalentoutcomes.5. Thislineshowsthemedianoutcomeforthegroup.6. Thislineshowsthemedianageforthegroup.

TounderstandhowthesechartscanbeusedatclassandwholeschoollevelpleaserefertoAppendix 6: Examining Class Outcomes in More Detail Using Age Comparison Charts and Appendix 7: Comparing Outcomes for All Pupils Using Age Comparison Charts.


InCAS

School : 1234567Assessment :

Cohort :GenMathsClass Four

Mimi

Maya

Magnus

Lucy

Lucas

Katya

Jemima

Isabella

Hugo

HelenHani

Dariusz

Cosima

Chelsea

Caitlin

Brogan

Bessie

Bertie

Anusha

Annabel

6

7

8

9

10

11

0198Age (Years)

Age

Equ

ival

ent S

core

(yea

rs)

ReferenceUpper LimitLower LimitGenMaths

1

2

3

4

6

5

NI 2011/12

56

Name Reading GenMathsMental

ArithmeticsDeveloped

Ability

Chanelle A 87 100 98 95

William B 124 110 115 122

Alex A 57 98 92 61

Nuala B 81 81 90 87

Joe C 100 112 108 102

Zane C 101 111 108 118

Oliver F 93 101 98 95

Emma H 93 91 83 *

Araminta J 89 91 70 88

Jake J 66 <55 62 74

Age Standardised Scores Thesetables:

• showoutcomesforReading, General Maths, Mental ArithmeticandDeveloped Ability;• canbesortedbyFirstName,LastName,Ageortheassessment/moduleoutcome; and• canbeaccessedatClass,YearGroupandSchoolLevel.

Please note:Theseagestandardisedoutcomeshaveamean of 100andastandard deviation of 15.ThismeansthatofthepupilsacrossNorthernIreland:• 68%willhaveoutcomesbetween 85 and 115;• 16%willhaveoutcomesof115 or above;and• 16%willhaveoutcomesof85 or less.

BelowisanexampleofaStandardised Scores Table.

1. Anagestandardisedscoreof100meansthatapupilisaveragefortheirage.2. Thelowestavailableagestandardisedscoreis55andthehighestis145.3. Anasterisk(*)appearinginapupil’sfeedbackindicatesthatanassessmentormodule

outcomeismissing(seepage47).

3

2

1


57

Accessing Pupil Progress ChartsOncetheschoolshaveselectedthePupil Progress ChartoptionfromtheResults/Analysis dropdowntheysimplyworkfromlefttorightofthescreenandclickonthechartortablethattheyrequire.ThenclickonDisplay Chart/Table.


58

Pupil Progress ChartsThesecharts:

• showtableandchartinformationforboth ReadingandGeneral Maths;• arenotavailableforanyotherassessmentoutcomes;and• canbeselectedtoshowbetweenoneandfouryearsofdata.

BelowisanexampleofaPupil Progress Chart.

Academic Year A Age Reading Reading IM General Maths

2011-2012 10:1 9:6 * 11:3

2010-2011 9:1 7:10 * 9:8

1. Thetableheadingsarefixed.Ifyourpupilshavenotcompletedoneoftheseassessmentsthiswillbeindicatedbyanasterisk(*).

2. ThechartwillshowassessmentoutcomesforReadingand/orReading(IrishMedium)dependingwhichassessmenthasbeencompleted.

3. Thegreenreferencelineshowstheexpectedage-equivalentoutcomesforpupilsacrossNorthernIreland.

InCASSchool: Example School Class: Example Class:

Pupil: Example pupil Date of Birth: 27-Aug-02

Reading

11

10

9

8

7

6

Age

Equ

ival

ent S

core

Age

Equ

ival

ent S

core

General Maths

13

12

11

10

9

88 9 10 11 12

Age

2

3

1


59

Accessing and Understanding the InCAS Feedback - TroubleshootingFindbelowquickinformationforteacherswhoencounterdifficultieswhenaccessingandunderstandingtheInCASfeedback.

What is the problem? Try this …Iamprinting the Pupil Progress Charts for each individualinmyclassbutitistakingalongtime.

• FromthePrintoptioninExcel,selectEntire workbook andthenOK;and

• AllofthePupilProgressChartsforyourclasswillprintinonego.

Myfeedbackcharts/ tables are not opening.

• WhengiventheoptiontoOpenorSavethefeedbackselectSave;

• Givethefileasuitablenameandsaveitsomewhereconvenient;

• IfpromptedselectEnable macros;and• Openthissavedfeedback.

Somepupilassessment outcomes are not included inthefeedback.

• Makesurethatthepupilhascompletedtheassessments;and

• CheckthatyouhavefollowedtheinstructionsforSend Assessments for Marking(seepage42).

I’vedownloadedmyfeedbackandsomeofmypupilshavemissing outcomes.

• Rememberthattherearesomeoccasionsthatyoushouldexpecttoseeamissingoutcome.FormoreinformationrefertoMissing Outcomes(seepage47).

Stillhavingproblems? ContacttheInCAS Helpdeskon02890 261274.



61

InCAS FeedbackParent MeetingsInCAS Feedback

SECTION

05Using InCAS Data



63

Feedback Available at Pupil, Class and School LevelInCASprovidesage-equivalentoutcomeswhichcanbeusedatpupil,classandschoolleveltohighlightpupils’strengthsandareasforimprovement.

Pupil Level Feedbackmaybeusedbyteachersformonitoringindividualpupilprogressandtoensurethateachpupilisreachinghisorherfullpotential.

Class Level Feedbackmaybeusedtohelpteachersplantheirteachingduringtheschoolyeartomeettheneedsofallpupilsintheirclassrooms.

School and Year Group Level Feedbackmaybeusedbyschoolsforself-evaluation,developmentplanningandtarget-setting.

Summary of Feedback Available at Each Level

ForeaseofreferencethetablebelowoutlinestypesoffeedbackavailablefromInCASateachlevel:

Pupil Level PupilProgressChart

CustomFeedback:• ScoresChart• LongitudeChart• PupilScoresTable

Class Level AgeComparisonChartAgeStandardisedScoresTable

CustomFeedback:• DifferenceTable• ScoresTable

Year Group Level AgeComparisonChartAgeStandardisedScoresTable

CustomFeedback:• DifferenceTable• ScoresTable

School Level StandardFeedbackAgeStandardisedScoresTableAgeComparisonChart

CustomFeedback:• ScoresTable• DifferenceTable


64

Suggestions for Teachers Using InCAS DataTeachersmayuseInCASdatato:

1. Highlightspecificweaknessesforindividualpupils.2. Informaccuratecurriculartargetsforindividualpupils.3. Identifyindividualsandgroupsforadditionalsupport.4. Encouragepupilstotakeownershipoftheirlearninggoals.5. Identifyareasforimprovementfortheclassasawhole.6. Tailorteachingtotheneedsoftargetedgroups.7. Provideevidencetosupportdecisionsandidentifywherebesttofocusresourcesand

teaching.

Resources for Schools Analysing and Using the InCAS OutcomesInadditiontothewealthofexperiencewithineachprimaryschool,teachersmayfinditusefultorefertotheresourceslistedbelow.Theseareallavailableonwww.nicurriculum.org.uk

Resources from CCEA Resources from CEMUsing and Analysing InCAS Data to Inform Learning and Teaching:videocasestudies.

Diagnosing and Remediating Literacy Problems: Using InCAS Software

Straitéisí Molta le haghaidh Feabhsúchán Deacrachtaí sa Léitheoireacht: An Ghaelscolaíocht

Diagnosing and Remediating Mathematical Problems: Using InCAS Software

Forbairt na Litearthachta agus straitéisí luath-idirghabhála’ i nGaelscoileanna: An Ghaelscolaíocht

InCAS Feedback Guidance 2010


65

Using and Analysing InCAS Data to Inform Learning and Teaching: Video Case Studies (CCEA)

ThesevideocasestudiesdemonstratetheapproachesoftwodifferentschoolstoanalysingandusingtheirInCASdatatoplanlearningandteaching.Theycanbeviewedonwww.nicurriculum.org.uk

Please note:TheschoolsfeaturedinthevideocasestudiesaresharinghowtheycurrentlyusetheInCASdata.Each school is encouragedbytheDepartmentofEducationandCCEAto choose the aspects of the available feedbackthattheywillfindmost usefulintheirownsituation.

Thisschool’sin-depthanalysisofInCASdatafocusedonthePupil Scores Tables.

Theyexaminedalltheassessmentoutcomesandfoundthatthecomparisonbetweenthestatutoryandtheoptionalassessmentswasveryuseful,inparticularDeveloped Ability.

ThefirstcasestudyfromthisschoolhighlightshoweffectiveanalysisanduseofInCASfeedbackdata(inparticular Age Comparison Charts)caninformtheplanningoflearning and teaching aswell as school development planningatclass,yeargroupandwholeschoollevel.

ThesecondcasestudyfromthisschoolillustrateshowtheteachingstaffpreviouslysetupanInCASTrackingFormforeachpupilandwhiletheycontinuedtouseitintheautumnof2010,theyalsoadaptedatablewhichallowedthemtogroup pupils in a class.


66

Diagnosing and Remediating Literacy and Mathematical Problems: Using InCAS Software (CEM)

Please note:WhilethesebookletshavebeensuppliedtoschoolsbyCCEAandareavailableonwww.nicurriculum.org.ukthecontentsarethepropertyofCEMandsuggestionscontainedwithinarebasedontheirresearch.

ForyourinformationDiagnosing and Remediating Literacy Problems: Using InCAS Software (CEM)containssectionson:

• Introduction;• HowDoWeRead?;• LearningtoRead;• ProblemswithLiteracyAcquisition;• TheDiagnosisofDyslexia;• InCASProfilesandImplicationsforReading,WritingandSpellingProblems;• ExamplesofAge-EquivalentReadingandSpelling(seepage67ofthisguidance);• HowInCASWorks;and• FurtherInformation.

ForyourinformationDiagnosing and Remediating Mathematical Problems: Using InCAS Software (CEM)containssectionson:

• IdentifyingMathematicalDifficultiesandProvidingHelp;• Introduction;• DefiningMathsDifficulties;• ReasonsforMathsDifficulties;• LearningtoCount;• EarlyArithmetic;• TheMemoryConnection;• InsidetheBrain:TheoriesofDyscalculia;• ExamplesofAge-EquivalentMathematics(seepage69ofthisguidance);and• FurtherInformation.

Please note:WhenreviewingthesedocumentsschoolsmayfindithelpfultobeawarethatthefollowingsymbolsindicateCEMsuggestionsforstrategieswhichmayhelppupils.


67

InCAS Feedback Guidance 2010 (CEM)

ThisguidancefromCEMexplainsthetypesoffeedbackavailableandhowtoaccessitfromtheInCAS+securewebsite.

Using InCAS Reading and Spelling OutcomesExamples of What Reading and Spelling Outcomes Represent

Please note:TheinformationbelowisanexcerptfromDiagnosing & Remediating Literacy Problems: Using InCAS SoftwarebyPeterTymmsandChristineMerrell(CEM).

InCASprovidesage-equivalent‘outcomes’forreadingandspelling.These‘outcomes’areusefulformakingcomparisonsagainstexpectedattainmentandbetweenmodulestoestablishareasofstrengthandareasforimprovement.Thedescriptorsbelowaddtothatinformationbyshowingexamplesofthedifficultyofcomprehensionpassagesandspellingsfordifferentage-equivalent‘outcomes’.

Age 5 Text Comprehension Thecatsatinfrontofthefire.Itwasablackcatwithgreeneyes.Itfeltwarmandsleepy.Justthenamouseranpast.Thecatsawthemouseandranafterit.Themouseranintoalittleholeandthecatwentbacktothefireandfellasleep.Ithadadreamthatlotsofmicewererunningacrossthefloornexttoitspaws.SpellingThismoduleisnotrecommendedforchildrenbelowage6years.

Age 7 Text Comprehension Thechildrenweregettingfedupwithwaitingfortheraintostop.Theywantedtogooutsideandplaywiththeirnewball.Theywatchedoutofthewindowandaftersometimetherainstoppedandthesunstartedtoshine.Thepuddlesdriedandtheywentouttoplayfootball.Jip,thepuppy,ranaftertheballandtriedtoholditinhismouthbutitwastoobig.Spelling Childrenwithage-equivalent‘outcomes’of7yearswereabletospellwordswithregularspellingssuchas‘wash’and‘jumper’.


68

Age 9 Text ComprehensionWearepeoplewhoselivesareruledbysheep,bytheseasons,andaboveallbythemountains.Wemakecheesehere,sheep’scheese.Youwon’tfindabettercheeseanywhereandthat’sapromise.Almostallthefamiliesinourvillageownaflockofsheepwhichtheygrazeinthefieldsaroundthevillage.Whenthesnowscleartheytakethemupintothemountainstotheareasofsweetsummergrass.Laterintheyear,villagersweavethesheep’swoolintohigh-qualitycloth,whichissoldathighprices.Spelling Childrenwithanage-equivalent‘outcome’of9yearswereabletospellwordssuchas‘bread’and‘seat’.

Age 11 Text Comprehension Oneday,OswaldLoonwassittinginhiscabin,andmumblingtohimselfasusual,scratchinghishead,andintricatelyweavingabasketinwhichhecouldcarryhisfish(forweavingandfishingweretwothingsthathecoulddo);whenascrapofpaperwaspokedthroughacrackinhisdoor.OswaldLoonsatandstared,perplexedandpuzzled.Whowoulddothat?Aftermuchthought(ifthatisthecorrectwordforhismentalprocessing)andmorescratchingofhisheadherosefromthetableandtask,directedhisstepstothedoor,pluckedthepaperfromthecrack,unfoldeditandreadit.Spelling Childrenwithage-equivalent‘outcomes’of11yearswereabletospellsuchwordas‘taught’and‘infection’.

Using the InCAS General Maths OutcomesCEMhaveprovidedthefollowinginformationtoassistteacherstounderstandthecontentsoftheGeneralMathsmodules:Number1,Number2,MSSandData.

CEM Definitions of the InCAS General Maths Modules

TheGeneralMathsassessmentproducesaGeneralMathsage-equivalentoutcome.WherepossibleInCASwillalsoprovideadditionaloutcomesfor:

• Number 1 -includescounting,informalarithmetic,partitioningandplacevalue,fractionsanddecimals;

• Number 2 -includessorting,patterns,formalarithmetic,problemsolving,andalgebra;

• Data(HandlingData);and• MSS(Measures,ShapeandSpace).


69

Examples of What Age-Equivalent Mathematics Outcomes Represent

Please note:TheinformationbelowisanexcerptfromDiagnosing & Remediating Mathematical Problems: Using InCAS SoftwarebyPeterTymmsandChristineMerrell(CEM).

Age 5 Number•Informaladditionusingsingledigitnumbers:Herearefourrockets.Ifyouputanotherthreerocketsinthepicturehowmanywouldtherebe?

•PlacingsingleArabicdigitsinthecorrectorder:Whichoftheseisthelargestnumber?

Measures, Shape and Space•Comparisonofcontinuousquantities:Whichbottlewillholdtheleastwater?•Identificationof2-Dshapes:Canyouclickonthesquare?•Simplemeasurementusinganintegerscale:Whatisthetemperatureonthethermometer?

Handling Data•Simpleinterpretationofdatapresentedinapictogram:Lookatthischartofsomechildren’sfavouritekindsoffruit.Whatkindsoffruitdothechildrenlikebest?

Age 7 Number•Subtractionfactsuptotwenty:Whatis6lessthan15?•Formaladditionofthreedigitnumberswithoutcarrying:105+302=•Simpleinformalfractions:Whatishalfofsix?Measures, Shape and Space•SimpleCartesiancoordinates:Thisisagameboard.Whichobjectislocatedat(2,D)?

•Recogniseobjectswithplanesymmetry:Whichoftheseshapesissymmetrical?

Handling Data•Locationofdatainatable:Herearetheheightsandweightsofsomechildren.

Whoistheshortest?•Extractionofdatapresentedinabarchart:CentralSchoolhadabottlecollection.Childrenineachclassbroughtemptybottlestoschool.Theheadteachermadeabargraphofthenumberofbottlesfromfiveclasses.Whichclasscollected45bottles?


70

Age 9 Number•Simplewordproblemsinvolvingfractions:Acakewascutinto8piecesofequalsize.Johnate3piecesofthecake.WhatfractionofthecakedidJohneat?

•Simplepercentages:Whatis50%of30?•Simpleinequalities:Whichnumbercouldyouusetomakethenumbersentencetrue?4x?<17

Measures, Shape and Space•Classificationof3-Dshapes:Whichofthesesolidshasbothaflatandacurvedsurface?

•Anglesofrotation:Whichshapeshowstriangle1turnedclockwisethroughonerightangle?

Handling Data•Manipulationofdata:Herearetheheightsandweightsofsomechildren.Iftheheightischangedtocentimetres,howtallisJasmine?

Age 11 Number•Formalsubtractionofmulti-digitintegers:6000–2369=•Understandingoftherelationshipbetweendecimalfractionsandpercentages:Whatis10%of3.7?

•Wordproblemsinvolvingfractions:Mariouses5tomatoestomakehalfalitreoftomatosauce.Howmuchsaucecanhemakefrom15tomatoes?

Measures, Shape and Space•Propertiesof2-Dshapes:Whichshapehasthelongestperimeter?•Describingangles:Whichangleisobtuse?

Handling Data•Manipulationofdata:ThistableshowsthetemperatureindegreesCentigradeonfouroccasionsonfourdays.ByhowmuchdidthetemperaturedropbetweenWednesdayafternoonandWednesdaynight?

•Simpleprobability:Ninecountersnumbered1to9areplacedinajarandmixed.IfMadeleinedrawsonecounterfromthejarwithoutlooking,whatistheprobabilitythatitisacounterwithanevennumber?


71

CCEA Definitions of the InCAS General Maths ModulesThroughevaluation,schoolsrequestedmoreinformationabouttheparticularaspectsofMathematicsandNumeracyintheNorthernIrelandCurriculumthatareassessedinthemoduleswithinInCASGeneralMaths.

Thisinformationisprovidedbelowanditmaybeusedby,forexample:• Teachers and Special Educational Needs Co-ordinatorswhensettingtargetsforthe

learningandteachingofindividualpupils;• Teacherswhenreviewingtheprogressofthewholeclassandpreparingworkfor

groupsofpupils;• Key Stage and Numeracy Co-ordinatorswhenanalysingtheperformanceofwhole

classes,yeargroupsandkeystages;and• Senior Managerswhenconsideringareasforinclusionintheschooldevelopment

plan.

Key Points

1. InCASquestionsarechosenbasedonthepupil’sageandthenontheiranswers.Thismeansthat,forexample,aKeyStage1pupilworkingwellbeyondtheiragemayviewquestionsnormallyassociatedwithKeyStage2.

2. GeneralMathslastsnolongerthan20minutesanditisnotpossibletoassesseveryaspectofMathematicsandNumeracyintheNorthernIrelandCurriculumwithinthisshorttime.

3. NotallaspectsoftheNorthernIrelandCurriculumcanbeassessedeffectivelyonthecomputer.

4. SeveralaspectsofNumberwithinMathematicsandNumeracyintheNorthernIreland

CurriculumareassessedintheInCASMentalArithmeticassessment,whichisoptionalandneedonlybecompletedifaschoolchoosestodoso.

InCAS General Maths – Number 1

ThismoduleincludesquestionsassessingthefollowingaspectsofNumberwithinMathematicsandNumeracyintheNorthernIrelandCurriculum:

Key Stage 1

Understanding Number and Number Notation• Count,read,writeandorderwholenumbers,initiallyto10,progressingtoatleast1000.


72

• Understandthattheplaceofthedigitindicatesitsvalue.• Recogniseandusesimpleeverydayfractions.

Patterns, Relationships and Sequences in Number• Explorepatternsinnumbertables.

Operations and their Applications• Understandtheoperationsofaddition,subtraction,multiplicationanddivision(without

remainders)andusethemtosolveproblems.

Money• Addandsubtractmoneyupto£10,usetheconventionalwayofrecordingmoney,and

usetheseskillstosolveproblems.

Key Stage 2

Understanding Number and Number Notation• Count,read,writeandorderwholenumbers.• Developanunderstandingofplacevaluetoincludeuptotwodecimalsplaces,usethis

tomultiplyanddividenumbersby10or100.• Estimateandapproximatetogainanindicationofthesizeofasolutiontoacalculation

orproblem.• Understandandusevulgarfractions,decimalfractionsandpercentagesandexplore

therelationshipsbetweenthem.• Understandandusenegativenumbersincontext.

Patterns, Relationships and Sequences in Number• Interpret,generaliseandusesimplerelationshipsexpressedinnumerical,spatialand

practicalsituations,understandandusesimplefunctionmachines.

Operations and their Applications• Engageinarangeofactivitiestodevelopunderstandingofthefouroperationsof

number,appreciatetheuseofbrackets,addandsubtractwithuptotwodecimalplaces,multiplyanddividedecimalsbywholenumbers,usetheseoperationstosolveproblems.

Money• Usethefouroperationstosolveproblemsinvolvingmoney.

InCAS General Maths – Number 2

ThismoduleincludesquestionsassessingthefollowingaspectsofNumberwithinMathematicsandNumeracyintheNorthernIrelandCurriculum:


73

Key Stage 1

Understanding Number and Number Notation• Count,read,writeandorderwholenumbers,initiallyto10,progressingtoatleast1000.• Makeasensibleestimateofasmallnumberofobjectsandbegintoapproximatetothe

nearest10or100.

Patterns, Relationships and Sequences in Number• Copy,continueanddeviserepeatingpatterns.• Understandthecommutativepropertyofadditionandtherelationshipbetween

additionandsubtraction.• Understandtheuseofasymboltostandforanunknownnumber.• Understandandusesimplefunctionmachines.

Operations and their Applications• Understandtheoperationsofaddition,subtraction,multiplicationanddivision(without

remainders)andusethemtosolveproblems.• Knowadditionandsubtractionfactsto20andthemajorityofmultiplicationfactsupto

10X10.

Key Stage 2

Understanding Number and Number Notation• Count,read,writeandorderwholenumbers.• Developanunderstandingofplacevaluetoincludeuptotwodecimalsplaces,usethis

tomultiplyanddividenumbersby10or100.• Estimateandapproximatetogainanindicationofthesizeofasolutiontoacalculation

orproblem.• Understandandusevulgarfractions,decimalfractionsandpercentagesandexplore

therelationshipbetweenthem.

Patterns, Relationships and Sequences in Number• Exploreandpredictpatternsandsequencesofwholenumbers,followanddeviserules

forgeneratingsequences.• Understandandusemultiplesandfactorsandthetermsprime,squareandcube,

appreciateinverseoperations.• Interpret,generaliseandusesimplerelationshipsexpressedinnumerical,spatialand

practicalsituations,understandandusesimplefunctionmachines.• Understandthatalettercanstandforanunknownnumber.

Operations and Applications• Engageinarangeofactivitiestodevelopunderstandingofthefouroperationsof

number,appreciatetheuseofbrackets,addandsubtractwithuptotwodecimalplaces,multiplyanddividedecimalsbywholenumbers,usetheseoperationstosolveproblems.


74

InCAS General Maths – MSS

ThismoduleincludesquestionsassessingthefollowingaspectsofMeasuresandShapeandSpacewithinMathematicsandNumeracyintheNorthernIrelandCurriculum:

Key Stage 1

Measures• Understandandusethelanguageassociatedwithlength,weight,capacity,areaand

time.• Knowandusethemostcommonlyusedunitstomeasureinpurposefulcontexts.• Chooseandusesimplemeasuringinstruments,readingandinterpretingthemwith

reasonableaccuracy.• Sequenceeverydayevents;knowthedaysoftheweek,monthsoftheyearandseasons;

explorecalendarpatterns.• Recognisetimesontheanalogueclockanddigitaldisplays.

Shape and Space

Exploration of Shape• Sort2-Dand3-Dshapesindifferentways.• Nameanddescribe2-Dand3-Dshapes.• Recognisereflectivesymmetry.

Position, Movement and Direction• Useprepositionstostateposition.

Key Stage 2

Measures• Developskillsinestimationoflength,weight,volume/capacity,timeareaand

temperature.• Appreciateimportantideasaboutmeasurementincludingthecontinuousnatureof

measurementandtheneedforappropriateaccuracy.• Understandtherelationshipbetweenunitsandconvertonemetricunittoanother,use

thefouroperationstosolveproblems.• Calculateperimeterandtheareasandvolumesofsimpleshapes.• Understandandusescaleinthecontextofsimplemapsanddrawings.• Recognisetimesontheanalogueanddigitalclocksandunderstandtherelationship

betweenthe12and24hourclocks,usetimetables.

Shape and Space

Exploration of Shape• Constructarangeofregularandirregular2-Dshapes,classifythesethrough

examinationofanglesandsides,recogniselineandrotationalsymmetry,reflectshapes



inaline,exploretessellations,nameanddescribecommon2-Dshapes,begintounderstandcongruencein2-Dshapes.

• Construct3-Dshapes,investigatethenumberoffaces,edgesandverticesontheseshapes,nameanddescribecommon3-Dshapes,exploretherelationshipbetween2-Dand3-Dshapes.

Position, Movement and Direction• Understandthenotionofangleinthecontextofturning,recogniserightangles,

understandclockwiseandanti-clockwise,knowtheeightpointsofthecompass,useLogotounderstandmovementandturning,beintroducedtoaprogramminglanguageanduseittocreatepicturesandpatternsandtogenerateshapes.

InCAS General Maths – Data

ThismoduleincludesquestionsassessingthefollowingaspectsofHandlingDatawithinMathematicsandNumeracyintheNorthernIrelandCurriculum:

Key Stage 1

Handling Data

Collecting,RepresentingandInterpretingData• SortandclassifyobjectsforoneortwocriteriaandrepresentresultsusingVenn,Carroll

andTreediagrams.• Discussandinterpretthedata.• Extractinformationfromarangeofcharts,diagramsandtables.

Key Stage 2

Handling Data

Collecting, Representing and Interpreting Data• Interpretawiderangeoftables,lists,graphsanddiagrams,createandinterpret

frequencytables,includingthoseforgroupeddata.• Designanduseadatacollectionsheet,interprettheresults,enterinformationina

databaseorspreadsheet,andinterrogateandinterprettheresults.

Introduction to Probability• Becomefamiliarwithandusethelanguageofprobability.• Understandpossibleoutcomesofsimplerandomevents,understandthatthereisa

degreeofuncertaintyabouttheoutcomeofsomeeventswhileothersarecertainorimpossible.

• Placeeventsinorderof‘likelihood.’

76

Guidance for Sharing InCAS Outcomes with ParentsWhenspeakingtoparents/guardiansitisimportanttoemphasisthepurposeoftheInCASassessments.

Key Points

InCASisoneofmanyassessmentsthattakeplaceinaclassroomthroughouttheyearandhasbeendesignedto:• beanintegralpartofthewidereffortsinNorthernIrelandtoraiseoutcomesinliteracy

andnumeracyforallyoungpeople;• supportschoolsinidentifyingpupils’strengthsandareasforimprovement;• assistteachersastheyplanandsettargetsforapupil’slearning;and• helpteacherstoidentifywaysthatparents/guardianscansupporttheirchild’slearning

athome.

Please note:InCASisnotforcomparingpupils,norforschoolstouseforanypurposerelatedtothetransferofpupilsfromprimarytopost-primaryschool.

Group Parent Meetings

Someschoolshavefounditusefultoarrangeagroupmeetingearlyintheautumntermforalltheparents/guardiansinoneclassoryeargroup.Thisallowsthemtowelcomenewparents/guardiansandtosettheschoolyearincontextforthem.Duringthismeeting,timemayalsobesetasidetointroduceInCAS,particularlytotheparents/guardiansofYear4pupilswhomaybeunfamiliarwithit.

TosupportteachersCCEAhasdevelopedanaudiovisualpresentationInCAS and Your Child whichteacherscanchoosetouseiftheythinkitmightbehelpful.

InCAS and Your Child Video Presentation

ThisshortvideowithanimationwasdesignedtoexplainInCASassessmentstoparents/guardiansandispresentedbyChristineMerrellandStephenAlbone(CEM).

Itlastsforabout2½minutesandprovidesananimatedexplanationofhowInCASworks.

JustliketheInky Pupil Demositcanbepausedandrewoundtoreinforceinformation.


77

Using the Inky Pupil Demo with Parents

SchoolshavealsofounditusefultousetheInky Pupil Demos withparents/guardiansastheyofferagentleintroductiontotheassessments.Theyalsoprovideaclearexplanationoftheinstructionsthatpupilswillberequiredtofollowwhencompletingtheassessments.

Written Feedback for Parents

Itmayalsobehelpfultoshowparents/guardiansanexampleofthewrittenfeedbackthatyourschoolintendstoprovide.Thismayreducerepeatedexplanationsatindividualparentmeetingslaterintheautumnterm.

Parent Leaflets

CCEAwillprovideschoolswithcopiesofA Parents’ Guide to InCAS orTreoir do Thuismitheoirí ar InCASfordistributiontotheparents/guardiansofeachYear4pupil.

Please note:Alloftheseresourcesareavailableonwww.nicurriculum.org.uk.

Statutory Parent Meetings (Autumn Term)

Schoolsarerequiredtoprovideparents/guardianswiththe InCAS outcomes for Reading and General Maths in writingduringtheautumnterm.Theoutcomesshouldbediscussedattheparentmeeting.Thiswillallowtheteachertosettheminaneducationalcontextandtoexplaintoparentstheirchild’sstrengthsandanyareasforimprovement.

Itisanticipatedthatteacherswillusethistimetohelpparents/guardiansunderstandwhattheycandotosupporttheirchild’slearning.

Please note:Schoolsshouldcheck the latest information provided by the Department of Educationoutliningtherequirementsforassessmentandreportingtoparents/guardians.



79SECTION

06Appendices



81

Appendix 1: InCAS and Annual Report: Resources Box

InOctober2009eachprimary,IrishMedium,specialschoolandunitinNorthernIrelandreceivedatleastone InCAS & Annual Report: Resources Box.

Itishopedthatschoolswillusethisresourcesboxasa‘stafflibrary’,andthatnewmaterialswillbeaddedandoutofdateonesremovedasappropriate.

ThereisaResources Box Contents List onthewebsitetoassistschoolstokeeptheirResources Box uptodate.

Please note:Noadditionalcopiesoftheseresourcesareavailableinhardcopybuttheycanbedownloadedfromwww.nicurriculum.org.uk


82

Appendix 2: ‘At a Glance’ Guide to InCAS Assessments

BeforeusinganyoftheInCASassessmentsyoumayfinditusefultoviewthesummarybelow.Inparticularitmayhelpyoutodecidewhetherornotanoptionalassessmentissuitableforthepupil/pupilsinquestion.

Assessment Modules Voiceover Available in Irish

Age- Equivalent Outcomes Available

Standardised Outcomes Available

Reading Yes Yes Yes

Word Recognition

Yes Yes

Word Decoding Yes YesComprehension No Yes*

General Maths Yes Yes Yes YesNumber 1Number 2

DataMSS

Mental Arithmetic Yes Yes YesAddition No YesSubtraction No Yes*Multiplication No Yes*Division No Yes*

Spelling Yes Yes Yes NoDeveloped Ability No Yes Yes

Picture Vocabulary

Yes Yes

Yes*Non-Verbal NoAttitudes* Yes Yes No No

∞Completing the Attitudes assessment produces outcomes for Attitude to Reading, Maths and School. These outcomes are on a scale from 1-5 (5 being the most positive).*Age-equivalent outcomes will be produced only when a pupil has completed this module. For more information please refer to page 47.

Teachersmayalsofinditusefultoviewsamplequestionsfromeachassessmentandmodulein the Browse AssessmentsoptionwithintheAdminMenu.

Please note:ThequestionsinsideBrowse Assessmentsshouldnot be used to prepare pupilsatanytime.The Inky Pupil Demoshavebeendesignedforthispurpose.


83

Appendix 3: Tips for Teachers Using InCAS

1. Check your pupil details-Beforecompletinganyassessmentscheckyourclassdetailsonthepasswordlistthatyouhavebeengiven.IfthereareanyerrorspleasereportthesetothepersoninyourschoolwhoisresponsibleforsettinguptheInCASassessments.

2. Check your software-MakesurethatallthelaptopsandcomputersthatyouplantousetoassessyourpupilshavebeenconnecteddirectlyintotheC2ksystemusinganetworkcable.Thisallowsthelatestsoftwaretobeinstalled.

3. Check your equipment-Checkthatthesoundisworkingonallthecomputers/laptopsthatyouareplanningtouse,thatalllaptopbatteriesarefullycharged,thatyouhavesufficientworkingheadphones/miceandthatthesearepluggedinfirmly.

4. Consider your resources-Itisespeciallyimportantifyouareusing‘wireless’laptopstoensurethattheyareset-upproperlyandpositionedwithinrangeofyourwirelessnetwork.AllC2kcomputersandlaptopscanbeusedtoconductInCASassessments.(Rememberthattheoptimumscreenresolution(tomaximisescreendisplaysize)forusingInCASis800x600.

5. Consider the assessments-Timetabletheassessmentstoallow30minutesforeachone.Itisnotrecommendedthatpupilscompletemorethanoneassessmentperday.IfyouwouldliketouseanyoftheoptionalInCASassessmentsrememberthatthesearefreeandcanbecompletedatanytime,butshouldbeusedearlyenoughintheschoolyeartoinformlearningandteaching.

6. Prepare the parents/guardians-IfyouareaYear4teacher,sendacopyofA Parents’ Guide to InCASorTreoir do Thuismitheoirí ar InCAS hometoparents/guardiansbeforebeginningtheassessments.AtgroupparentmeetingsyoucanusetheInCAS and Your ChildaudiovisualpresentationortheInky Pupil Demos tointroducetheassessmentsinarelaxedway.Theseresourcesareavailablefromwww.nicurriculum.org.uk

7. Prepare your pupils-Pupilsshouldbefamiliarwiththecomputer/laptopthattheywillbeusingfortheassessments.InadditionitisessentialthatpupilsunderstandtheassessmentstheywillbecompletingandhavehadanopportunitytoviewtheInky Pupil Demoaspartofaclassintroduction.

ForfurtherinformationaboutsupportingpupilswithspecialeducationalneedspleaserefertotheInCAS Special Educational Needs: Guidance for Teachers.YoumayalsofinditusefultousetheInky’s Key Messages Snap Cards andtheInky’s Reminders Poster.AlloftheseresourcesareavailableinbothEnglishandIrishfromwww.nicurriculum.org.uk

8. Support your pupils-PupilscanbegivenapencilandpapertocompletetheGeneralMathsassessmentbutarenotallowedtousecalculatorsornumberlines.DuringMentalArithmeticpupilsshould nothaveaccesstoapencilandpaper.Pupilswhohave


84

designatedclassroomassistantscanbesupportedasusuale.g.keptontaskbutnotprovidedwithanyanswers.

Please note: Pupilsshouldnotbeallowedtocompleteassessmentsforasecondtimeunlesstheyhavebeendisadvantaged,forexamplebybeinginterruptedbyafirealarm.

9. Access the outcomes-Allow48hoursbetweensendingyourassessmentsformarkingandaccessingtheoutcomes.Itisrecommendedthatteachersallowthemselvesaperiodoftimetounderstandtheirpupiloutcomesfullybeforesharingthemwithparents/guardians.

10. Use the outcomes-CheckthelatestrequirementsfromtheDepartmentofEducationaboutreportingtoparents/guardiansandthenprintouttherelevantchartsortablesfromtheInCAS+securewebsite.ShareReadingandGeneralMathsoutcomeswithparents/guardiansbeforetheendoftheautumnterm.Usealltheoutcomestosupporttheplanningofyourlearningandteaching.


85

Appendix 4: Guidance for Classroom Assistants Supporting Pupils to Complete InCAS Assessments

Classroomassistantsareoftenuniquelyplacedtousetheirknowledgeofpupilstomotivateandencouragethem.However,itisimportantforteacherstoemphasisethatsupportingpupilswhiletheyarecompletingtheInCASassessmentsisacontinuationofthegoodpracticealreadycarriedoutintheclassroom.

Classroomassistantsshould:• focusontheindividualneedsofthepupil;and• takeaccountoftheirusualmethodsofworkingintheclassroom.

Theyshould not:• giveanunfairadvantageoverotherpupils;or• offerhelpwhichreducesthereliabilityorvalidityoftheoutcomes.

Aneffectiveclassroomassistantwill:

Stimulate interest Motivatethepupilbyknowingwhattheyenjoy.Understand the assessments UnderstandthesoftwareandInkytoequipthemto

provideanyinformationthatthepupilneeds.Plan ahead Minimisethechallengesthatthepupilmayface.Prepare Reducethepupil’sstressandanxietyallowingthemto

performaswellaspossible.Observe Monitorthepupilthroughouttheassessmentnotjustat

thebeginningandend.Reward Encouragethepupiltodotheirbestandtocomplete

theirassessments.Task manage Ensurethatthepupilstaysontask.Begentlebutfirm.Support Offerguidancebutnotgivethepupiltheanswers.


86

Appendix 5: Checklist for a Classroom Assistant Supporting a Pupil to Complete InCAS

Belowisachecklistthatclassroomassistantsmayfindhelpfultoconsiderbeforethepupiltheyareresponsibleforbeginsanassessment.

Consult with the class teacher and support teacher, if applicable.

Checkthatthepupilunderstandsthatthisisnota‘computergame.’

Decidewhetherthepupilshoulduseamouse/touchpadandalaptop/PCorWhiteboard.

Ensurethatthepupilhasbeenwellpreparedandisasconfidentaspossibleusingthecomputer.

Givethepupilssomeindicationofthedurationoftheassessments.

Checkthatthesoundisworkingonthecomputer/laptop.

Makesurethattheheadphones,table,chairandmonitoraresuitableforthepupil.

Ensurethatthepupilknowswhentoexpectsoundandwhennotto.

Checkthattheyareawareofappropriatestrategies(needtolistencarefully,thinkandthenrespond.

Don’texpectthepupiltocompletealltheassessmentsonthesameday.

Makesurethatwhenthepupilfinishesthattheyreceivepositivefeedback/ameaningfulreward.

Oncefinishedallowthepupiltorest,relaxanddosomeinformalactivities.


87

Appendix 6: Examining Class Outcomes in More Detail Using the Age Comparison Charts

TeacherscanuseAgeComparisonChartstoexaminetheirclassoutcomesingreaterdetail.TheexamplebelowshowstheGeneralMathsmoduleoutcomesforaclass.

FromthischartwecanseethatmuchlessdifferentiationisneededwhenteachingthisclassData(HandlingData)thanforMSS(Measures,ShapeandSpace).WecanalsoseethatingeneraltermstheskillsrequiredtocompletethequestionswithintheNumber1areaoftheassessmentappeartobelessconsolidatedthanthoseforNumber2.

Thisinformationcouldbeusedbytheclassteachertoinformtheplanningoftheteachingandlearningofthisclassastheymoveforward.


InCAS


Cohort :>General Maths ModulesClass Four

Mimi

Maya

Magnus

Lucy

Lucas

Katya

Jemima

Isabella

Hugo

Helen

Hani

Dariusz

Cosima

Chelsea

Caitlin

Brogan

Bessie

Bertie

Anusha

Annabel

Mimi

Maya

Magnus

Lucy

Lucas

Katya

Jemima

Isabella

Hugo

Helen

Hani

Dariusz

Cosima

Chelsea

Caitlin

Brogan

Bessie

Bertie

Anusha

Annabel

Mimi

Maya

Magnus

Lucy

LucasKatya

Jemima

Isabella

Hugo

Helen

Hani

Dariusz

CosimaChelsea

Caitlin

Brogan

Bessie

Bertie

AnushaAnnabel

Mimi

Maya

Magnus

Lucy

Lucas

Katya

Jemima

Isabella

Hugo

Helen

Hani

Dariusz

Cosima

Chelsea

Caitlin

Brogan

Bessie

Bertie

Anusha

Annabel

6

7

8

9

10

11

12

Assessment

Age

Equ

ival

ent S

core

(yea

rs)

ReferenceUpper LimitLower LimitDataMSSNumber1Number2

Number 1

Number 2

MSS

Data

NI 2011/12

88

Appendix 7: Comparing Outcomes for All Pupils Using the Age Comparison Charts

SeniormanagersorsubjectcoordinatorscanuseAgeComparisonChartstocompareoutcomesataschoollevel.

TheexamplebelowshowstheGeneralMathsmoduleoutcomesforYear5,6and7pupils.WecanseethattheYear7classisweakerincomparisontowhatisexpectedfrompupilsinthisagegroupinNorthernIreland.Weknowthisbecausewiththeexceptionofonepupiltheirage-equivalentoutcomesarebelowthegreenreferenceline.However,aseniormangermightalsonotethatthisclasspresentstheleastchallengeintermsofdifferentiationbecausealloftheoutcomesaresocloselygrouped.

WecanalsoseethatYear6istheonlyclasswhichhasamedianpupilage-equivalentoutcomesittingonthegreenreferenceline.Thismeansthatthe‘middle’childinthisclassisperformingatthelevelthatwouldbeexpectedinNorthernIrelandfortheirage.

BychangingtheAssessmentoption(seepage55)itispossibletocomparetheperformanceoftheseyeargroupsintheindividualmodules.Thiscouldbeusedtoinformtargetsettingorschooldevelopmentplanning.

1. TheredhorizontallinesontheagecomparisonchartsrepresenttheupperandlowerlimitsoftherangeofoutcomesthatInCAScanprovide.Youwillseetheseredlinesifthepupilsshownhaveextremelyhighorlowage-equivalentoutcomes.


InCASNI 2009/10


Cohort :GenMathsAll Pupils

Rhys

Matthew

Marcus

Liam

Iona

Daniel

Courteney

Cheyenne

Alice

Patrick

Neil

Harley

Elizabeth

CharlotteAshleigh

Amy

AimeeAdam

Mimi

Maya

Magnus

Lucy

Lucas

Katya

Jemima

Isabella

Hugo

Helen Hani

Dariusz

Cosima

Chelsea

Caitlin

Brogan

Bessie

Bertie

Anusha

Annabel

Toby Nicholas

Josephine

Isobel

Harriet

George

Axel

Asia

Annabelle

Andre

Terri

Taylor

Summer

Ryan

Rachel

Nicole

Megan

Lucy

Lewis

Lauren

Kyle

Jamie

Jake

Hannah

Georgia

EthanEmma

Chloe

Chantelle

Carys

Cameron

Brandon

Brandon

Bradley

Andrew

Alisha

Abbie

Zoe

Sydney Ryan

Pheobe

Louie

Lara-Mae

Kieran

Jasmine

Dale

Brooklyn

Brooke

BrandonAlexandra

Owen

Leonie

Jordan

Jasmine

Emily

Syra

Liam

Keaton

Joey

JodieEliza

beth

Dominic

Charlotte

3

4

5

6

7

8

9

10

11

12

8 9 10 11 12Age (Years)

Age

Equ

ival

ent S

core

(yea

rs)

ReferenceUpper LimitLower LimitY5Y6Y7

Year 5

Year 6

Year 7

1

NI 2011/12

89

Appendix 8: Inky’s Key Messages Snap Cards

87

Appendix 8: Inky’s Key Messages Snap Cards

“Hi! My name is Inky.”

“Hi! My name is Inky.”

Inky says“Well done!”

Inky says“Well done!”

Inky asks for help. Inky asks for help. Inky says “Don’t worry!”

Inky says “Don’t worry!”

Inky listens carefully.

Inky listens carefully. Inky reads slowly. Inky reads slowly.


90

88

Inky thinks carefully. Inky thinks carefully.Inky can hear

clapping.Inky can hear

clapping.

Inky is ready to begin.

Inky is ready to begin.“Where is Inky????” “Where is Inky????”

Inky is having fun. Inky is having fun.Inky is finished. Inky is finished.


91

Appendix 9: Inky’s Reminder Poster


Check that when you enter your special password it is your name and the assessment that you are expecting that appears.

You will hear instructions as you go along.

Check that the volume is not too loud or too quiet because once you start the assessment you cannot change it again!

Assessments cannot be paused once they have begun.

You cannot answer the question until you have listened to it all. You will know you have heard it all when the arrows turn green.

If you want to listen to the question again, use the Again button.

When it is time to start the assessment for real you will hear – Get ready! Now try these. Remember, you won’t see any more smiley faces from here on.

It is really important to listen carefully, to concentrate, do your best and enjoy using the software.

92

Appendix 10: Inky’s Reminder Poster (Irish Medium)


90

Appendix 10: Inky’s Reminders Poster (Irish Medium)

Nuair a chuireann tú isteach do phasfhocal speisialta, seiceáil gurb é d’ainm féin agus an measúnú ceart atá ann.

Cluinfidh tú treoracha eile agus tú ag dul ar aghaidh.

Seiceáil nach bhfuil an fhuaim ró-ard ná ró-íseal, mar ón uair amháin a thosaíonn tú ar an mheasúnú, ní bheidh tú ábalta an fhuaim a athrú arís.

Ni féidir measúnú a chur ar stad ón uair amháin a thosaíonn sé.

Cuimhnigh nach féidir leat an cheist a fhreagairt go n-éistfidh tú leis an cheist iomlán. Beidh a fhios agat gur chuala tú an cheist iomlán nuair a thiocfaidh dath glas ar na saigheada.

Másmaith leat éisteacht leis an cheist arís, bain úsáid as an chnaipe Arís.

Gheobhaidh tú ceisteanna cleachtaidh ar dtús agus nuair atá sé in am an measúnú fíor a dhéanamh, cluinfidh tú – Bí réidh! Bain triail astu seo anois. Cuimhnigh, ní fheicfidh tú aon aghaidh ag gáire as seo amach.

Tá sé iontach tábhachtach go n-éisteann tú agus go smaoiníonn tú go cúramach, go ndéanann tú do dhícheall agus go mbaineann tú sult as na bogearraí